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Direct linkD'Amico, Antonella; Cardaci, Maurizio; Di Nuovo, Santo; Naglieri, Jack A. – Learning and Individual Differences, 2012
Lynn (2010a, 2010b) argued that individuals from south Italy have a lower IQ than individuals from north Italy, and that these differences in IQ are at the basis of north-south gap in income, education, infant mortality, stature, and literacy. In the present paper, we discuss several theoretical and methodological aspects which we regard as flaws…
Descriptors: Intelligence, Intelligence Quotient, Foreign Countries, Cognitive Ability
Injoque-Ricle, Irene; Calero, Alejandra D.; Alloway, Tracy P.; Burin, Debora I. – Learning and Individual Differences, 2011
The Automated Working Memory Assessment battery was designed to assess verbal and visuospatial passive and active working memory processing in children and adolescents. The aim of this paper is to present the adaptation and validation of the AWMA battery to Argentinean Spanish-speaking children aged 6 to 11 years. Verbal subtests were adapted and…
Descriptors: Short Term Memory, Word Order, Spanish Speaking, Verbal Communication
Chen, Ssu-Kuang; Yeh, Yu-Chen; Hwang, Fang-Ming; Lin, Sunny S. J. – Learning and Individual Differences, 2013
Marsh and Koller (2004) combined the reciprocal-effects model and the internal/external frame-of-reference model into a unified model of relationships between academic self-concept and achievement. However, this model has only been examined with German adolescents. We decided to test this model with two-wave data drawn from a national survey of…
Descriptors: Adolescents, Self Concept, Academic Achievement, Correlation
Malmberg, Lars-Erik; Hall, James; Martin, Andrew J. – Learning and Individual Differences, 2013
Past research into the ability of students to "bounce back" from everyday academic setback (academic buoyancy) has lacked sensitivity to the contexts in which children demonstrate this behavior. Here we aimed to contextualize past findings by reporting the results of an exploratory investigation that featured: (1) repeated measurement of…
Descriptors: Intervention, Academic Achievement, Physical Education, Secondary School Students
Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa; Wong, Yau-kai – Learning and Individual Differences, 2013
The relationships of reading-related skills (rapid naming, morphological awareness, syntactic skills, discourse skills, and verbal working memory) and word reading to reading comprehension were examined among 248 Chinese fourth graders in Hong Kong. Multiple regression analysis results showed that syntactic skills (word order knowledge,…
Descriptors: Foreign Countries, Reading Comprehension, Learning Experience, Path Analysis
Liao, Chen-Huei; Georgiou, George K.; Zhang, Xiao; Nurmi, Jari-Erik – Learning and Individual Differences, 2013
We examined the cross-lagged relations between children's task-avoidant behavior and their performance in reading and spelling in Chinese. Eighty Grade 2 and 103 Grade 4 Mandarin-speaking Taiwanese children were assessed on measures of nonverbal IQ, task value, reading accuracy, fluency, and spelling. A year later, the children were reassessed on…
Descriptors: Children, Child Behavior, Reading, Accuracy
Perez, Luz F.; Gonzalez, Coral; Beltran, Jesus A. – Learning and Individual Differences, 2010
In this study, Spanish mothers and fathers (N = 108) estimated their own general and multiple intelligences, as well as those of their children and of their own parents. The mothers' self-estimates of their verbal, logical-mathematical, spatial, and corporal intelligence were lower than the fathers'. The mothers made lower estimates of their…
Descriptors: Multiple Intelligences, Mothers, Daughters, Fathers
Mandelman, Samuel D.; Tan, Mei; Aljughaiman, Abdullah M.; Grigorenko, Elena L. – Learning and Individual Differences, 2010
The concept of intellectual giftedness has had a long history in the literature of psychology and education. However, though the existence of the phenomenon underlying this concept has never actually been disputed, there are multiple ongoing debates regarding its definition, methods for its identification, and subsequent programming. This essay is…
Descriptors: Gifted, Identification (Psychology), Ability Identification, Definitions
Preckel, Franzis; Brull, Matthias – Learning and Individual Differences, 2010
This study investigates the effects of class-average ability (intelligence) and class type (gifted vs. regular) on Math academic self-concept. The sample comprised 722 fifth-grade students (376 female) in a setting of full-time ability grouping at the top track of the German secondary high school system. Students came from 34 different classes at…
Descriptors: Grades (Scholastic), Intelligence, Academically Gifted, Standardized Tests
Qualter, Pamela; Gardner, Kathryn J.; Pope, Debbie J.; Hutchinson, Jane M.; Whiteley, Helen E. – Learning and Individual Differences, 2012
This study examines the long-term effects of ability- and trait EI on academic performance for British adolescents. The sample comprised 413 students from three secondary schools in the North-West of England. Students completed tests of ability EI, trait EI, personality, and cognitive ability in Year 7 (mean age = 11 years 2 months). Performance…
Descriptors: Emotional Intelligence, Secondary School Students, Academic Achievement, Program Effectiveness
King, Ronnel B.; McInerney, Dennis M.; Watkins, David A. – Learning and Individual Differences, 2012
Research on implicit theories of intelligence and academic emotions have proceeded in parallel with little cross-over of ideas. This study aims to examine the potential synergies that may exist between these two strands of research by examining whether implicit theories of intelligence can function as a predictor of academic emotions when situated…
Descriptors: Intelligence, Secondary School Students, Role, Theories
Galli, Silvia; Chiesi, Francesca; Primi, Caterina – Learning and Individual Differences, 2011
Given that basic mathematical ability is a requirement to succeed in "non-mathematical" majors, e.g. degrees for Psychology, Education, and Health Sciences with compulsory introductory stats courses, assessing this ability can be useful to promote achievement. The aim of the present study was to develop a scale to measure the…
Descriptors: Majors (Students), Mathematics, Nonverbal Ability, Mathematics Tests
Krumm, Stefan; Lipnevich, Anastasiya A.; Schmidt-Atzert, Lothar; Buhner, Markus – Learning and Individual Differences, 2012
The current study aimed at applying a broad model of cognitive functions to predict performance in science and language courses at school as well as performance in a science course at university. We hypothesized that performance in science courses was predominantly related to the cognitive function known as relational integration, whereas…
Descriptors: Academic Achievement, Grades (Scholastic), Program Effectiveness, Undergraduate Students
Rosander, Pia; Backstrom, Martin – Learning and Individual Differences, 2012
The present study investigated the unique contribution of learning approaches to academic performance, also taking gender differences into account. The participant sample consisted of 476 school pupils (53% girls and 47% boys) from two upper secondary schools in Sweden who completed two self-reported measures related to personality and learning…
Descriptors: Academic Achievement, Females, Cognitive Ability, High School Students
Verhoeven, Ludo; van Leeuwe, Jan – Learning and Individual Differences, 2011
The purpose of the present study was to investigate the role of gender and linguistic diversity in the growth of Dutch word decoding skills throughout elementary school for a representative sample of children living in the Netherlands. Following a longitudinal design, the children's decoding abilities for (1) regular CVC words, (2) complex…
Descriptors: Foreign Countries, Elementary School Students, Decoding (Reading), Indo European Languages
